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Pedagogical virtues from the situationist insight: virtuous scaffolding and sensitivity to non-epistemic situational factors to learning.

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Title: Pedagogical virtues from the situationist insight: virtuous scaffolding and sensitivity to non-epistemic situational factors to learning.
Authors: Clemente, Noel L1,2 (AUTHOR)
Source: Journal of Philosophy of Education. Apr2025, Vol. 59 Issue 2, p325-341. 17p.
Subject Terms: *Theory of knowledge, *Classroom environment, Virtue epistemology, Virtues, Virtue
Abstract: This article explores two pedagogical virtues (intellectual virtues of a teacher) that arise from the insight that non-epistemic situational factors can affect students' epistemic judgements and behaviour. First, a virtuous teacher must be sensitive enough to these factors in order to take advantage of how they boost student learning. However, while cultivating a situationally and epistemically favourable environment for learning sounds sensible, teachers should not spoil their students by making them too dependent on these beneficial external factors. The virtuous teacher must also realize that these are only scaffolds; they do help students initially, but must eventually be removed to promote the students' intellectual autonomy. This characterizes a second pedagogical virtue: the competence to facilitate students' growth so that they become more capable in future opportunities for knowledge acquisition. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Philosophy of Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Pedagogical virtues from the situationist insight: virtuous scaffolding and sensitivity to non-epistemic situational factors to learning.
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  Data: This article explores two pedagogical virtues (intellectual virtues of a teacher) that arise from the insight that non-epistemic situational factors can affect students' epistemic judgements and behaviour. First, a virtuous teacher must be sensitive enough to these factors in order to take advantage of how they boost student learning. However, while cultivating a situationally and epistemically favourable environment for learning sounds sensible, teachers should not spoil their students by making them too dependent on these beneficial external factors. The virtuous teacher must also realize that these are only scaffolds; they do help students initially, but must eventually be removed to promote the students' intellectual autonomy. This characterizes a second pedagogical virtue: the competence to facilitate students' growth so that they become more capable in future opportunities for knowledge acquisition. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Philosophy of Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1093/jopedu/qhaf005
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        Text: English
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      – SubjectFull: Classroom environment
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      – SubjectFull: Virtue epistemology
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              Text: Apr2025
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